The Socio-Emotional Adjustment of Learning-Disabled Students Undergoing School Transitions

Abstract

This study examined learning-disabled (LD) students' subjective interpretation of their sociocultural reality during the transition periods into junior high school. LD students are liable to have emotional, psychological and social problems: they are prone to anxiety, depression, and behavioral disorders, as well as feelings of low self-esteem and social isolation. These may lead to genuine crisis during the already difficult transition from elementary school to junior high. Research in the form of in-depth interviews was conducted on a sample of 12 LD adolescent, junior-high students. The findings point to three main concerns of LD adolescents regarding their transition to junior-high: A sense of isolation, a lack of social and adaptation skills, and a poor relationship with teachers. The findings of this study may be useful for planning intervention and prevention programs that provide support and assistance for LD students' adaptation. It is crucial to assist LD students to develop and cultivate social and educational skills during the transition period, thus allowing them to learn how to cope, not only during this crisis period, but with other life situations.

Proactive coping and social-emotional adjustment among students with and without learning disabilities in Kerala, India

“…Compared to other peer groups, many students with LD showed social adjustment problems like lack of social skills, poor self-confidence, bad performance in school, poor relationship with peers and teachers, a lack of bonding with the school ( Murray and Greenberg, 2001 ; Charitaki et al, 2018 ). Adolescents with LD face more adjustment problems in the period of transition in schools than other peer groups because they already have emotional, social, and psychological difficulties ( Accariya and Khalil, 2016 ).…”

The Role of Counseling Guidance Teacher for Helping Self Adjustment of Special Needs Children in Inclusion School

“…Children with learning difficulties have emotional, psychological and social problems that make them vulnerable to anxiety, depression, behavioral disorders, feelings of inferiority and social isolation. Research conducted by [13], showed children with learning difficulties even experienced difficulties during the transition period from elementary school to junior high school. They feel isolated, lack of skills and adaptation, and have a bad relationship with the teacher.…”

Beating the devil out of them: effects of corporal punishment on school children in Khyber Pakhtunkhwa, Pakistan

“…Corporal punishment encompasses various forms, including paddling, shocking, hitting, punching, shoving, strenuous physical exercises, and demanding painful postures (Gill, 2014;Abdullah et al, 2004;Gaur, 2013). Regrettably, these punitive measures can result in physical harm, such as blood clots, bruises, blisters, and welts (Accariya & Khalil, 2016). Theoretically speaking, according to Skinner and Thorndike, punishment does not produce the desired results as it suppresses the behaviour for the being and does not positively treat it.…”